Crisis Management
Course
Law
Enforcement II
Unit V
Crisis
Management
Essential
Question
How will
instances of
crisis be
handled by
police?
TEKS
§130.294(c)
(5)(A)(B)(C)
(D)(E)
Prior
Student
Learning
Constitutional
Law
Estimated
Time
3 hours
Rationale
Students who pursue careers in law enforcement will at some point be exposed
to a crisis situation. Special skills and procedures are required to handle a crisis
in a safe manner. Students will understand those skills and techniques used to
keep those involved in crisis negotiations safe.
Objectives
The student will be able to:
1. Identify the three main types of incidents that require crisis negotiations
2. Demonstrate crisis negotiations to promote the safety of individuals and
the general public
3. Participate in a simulated scenario as a crisis negotiation team member
4. Demonstrate effective communication techniques in a simulated crisis
negotiations
5. Examine hostage safety considerations during a simulated crisis
negotiation
6. Differentiate between public safety and individual rights during crisis
negotiations
Engage
Do an Internet search for an article using the following key words: SWAT team
plays out hostage scenario. Read the article and discuss with the students what
actions could have been taken by negotiators to help resolve the situation. What
techniques were used by negotiators and police? Use the Discussion Rubric for
assessment.
Key Points
I. Most Common Types of Incidents
A. Hostage situation – an incident in which one or more persons take and
unlawfully hold other persons against their will with the use or threatened
use of force. The offender may subsequently make demands to secure
his or her freedom or other items using the hostages as a bargaining tool.
Generally the location of the offender and the hostages is known
B. Barricaded persons – an incident in which one or more persons take
refuge at a location and use force to repel attempts to apprehend them.
The person may subsequently make demands to secure his or her
freedom or other items. Generally this situation differs from a hostage
situation only in that a hostage has not been taken
C. Suicide attempts – a person threatens to cause death to him or herself by
means of firearm or other deadly weapon
D. Active shooters – an incident in which one or more persons threaten to
inflict death or grievous bodily harm, or inflict death on one or more
victims in a single or multiple consecutive acts by means of firearms or
other deadly weapons. These incidents generally occur at a targeted
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location against random victims. It may include the use of explosive
devices by the offender
E. Crisis – an unstable or crucial time or state of affairs in which a decisive
change is impending, especially one with the distinct possibility of a
highly undesirable outcome
II. Crisis Negotiations
A. First responder
1. Quickly assess the totality of the situation
2. Secure the area, both the inner and the outer perimeters
a. Individuals needing to be interviewed should be in a secure area to
talk to an intelligence negotiator
b. Designate a press/media area away from the perimeter and brief
them at length
c. Evacuate the immediate area of all uninvolved persons
d. If the hostage-taker is in a building, evacuate the building involved
and the adjacent building
e. Prevent pedestrian and vehicular traffic
f. Seal off all possible escape routes
3. Gauge the threat to hostages and/or bystanders
4. Request additional personnel
a. A SWAT team needs to be ready to neutralize the threat
b. An arrest team needs to be ready to take action
5. Evacuate injured persons
B. Officer in Charge
1. Makes decisions regarding police action
a. Authorizes use of force and chemical agents
b. Makes decisions regarding demands from the hostage-taker
c. Shall not comply with the following demands
(1) No weapons will be provided; the hostage-taker may be
bluffing with an unloaded or imitation firearm
(2) No additional hostages will be given and exchanges of
hostages will be done cautiously
(3) The hostage-taker cannot remove a hostage to a location
where the police are not able to react immediately
2. Establishes a command post
3. Secures the inner and outer perimeters
4. Gains as much information as possible about the hostage-taker
5. Is certain the hostage-taker knows that officers are present, but does
not know their strategies
6. Determines the need for
a. Additional personnel, including personnel from other agencies
b. Deployment of officers and vehicles
c. Special equipment
d. Control of utilities (water, electricity, telephone)
(1) The telephone is important for negotiators to control
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(2) Darkening to provide tactical advantage
(3) Eliminates comforts (toilets, heat, AC)
(4) Inability to monitor TV
(5) Keeps from neutralizing chemical agents
C. Crisis Negotiators
1. Characteristics of a negotiator
a. High level of self-control
b. Ability to remain calm while stressed
c. Excellent interpersonal communication skills
d. Calm and confident demeanor
e. Good listener and interviewer
f. Team player
g. Attends required specialized training to gain insight about
(1) Personality types
(2) Personality disorders
(3) Psychological motivations of hostage-takers
(4) Suicidal persons
(5) Subjects who barricade themselves
(6) Mental tactics
h. Available 24 hours a day for call out
i. Not a relative or close friend of the hostage-taker
2. Negotiation Team Members
a. Primary negotiator – communicates with the hostage-taker
b. Secondary negotiator – assists the primary by offering advice,
monitoring negotiations, keeping notes, and ensuring that the
primary sees and hears everything in the proper perspective
c. Intelligence negotiator – interviews the persons associated with the
suspect to compile a criminal history, a history of mental illness,
and other relevant information
d. Additional negotiator – the “chief negotiator,” whose primary
responsibility is to act as a buffer between the command personnel
and the negotiations team
3. Negotiator Duties
a. Tries to reduce the number of people involved and only talks to the
leader of the hostage-taker
b. Tries to buy time (i.e., refer to a higher up as the ultimate decision
maker)
c. Attempts to ease personal animosity which the hostage-taker may
have towards the police or anyone else involved
d. Is confident and avoids the appearance of weakness (if possible
never gives away anything without getting something in return)
e. Utilizes delicate prodding, such as “what if…” or “how can I sell
your request to my boss?”
f. Asks the hostage-taker how the problem can be resolved
g. Never criticizes the ideas of the hostage-taker or attempts to
impose his or her own values
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h. Negotiates everything (food, water, heat)
i. Keeps the hostage-taker making decisions even on minor issues (if
food is wanted, what kind does the hostage-taker want, what the
hostage-taker wants on pizza, etc.)
j. Provides the hostage-taker with the method of communication for
negotiations (telephone, radio); makes sure the device is restricted
to transmit/receive only with the negotiators
D. Deadlines and Demands
1. Decisions must be made based on
a. Law
b. Department policy
c. Need for the preservation of life and property
E. Steps of Crisis Negotiations
1. Assess the situation
a. Prevent early harm
(1) Obtain the briefing from the officer in charge
(2) Ensure that police actions do not harm the hostages or the
hostage-takers
(3) Negotiators are concerned with hostage safety and not with the
apprehension of the hostage-taker
b. Get organized
(1) Establish contact with the subjects
(a) Effective methods of communication include
(i) Cell phones
(ii) Radios
(iii) Runners
(iv) Throwphones
(b) Phone lines are essential for police control
(i) Arrange with the telephone company to deny origination
to telephones at the subject’s disposal
(ii) The subject will no longer have a dial tone
(iii) The phone company establishes a new number that is a
direct line between the negotiators and the subject
(iv) This prohibits talk with family, friends, attorneys, and the
press
(v) This prevents the gathering of information about the
police maneuvers from associates
(c) Find information using all available sources
(i) The number and the names of the hostage-takers
(ii) What they are demanding
(iii) What they really want
(iv) Their emotional state
(v) How close they are to harming the hostages
(vi) The numbers and the general health of the hostages
(2) Locate a permanent position if negotiations will take a long time
2. Getting close
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a. Create normality
(1) The scene may be chaotic and panicked; negotiators seek to
create calm
(2) Talk in a calm voice
(3) Use good listening skills
(4) Seek normality among emotions – a space where hostagetakers can talk with the hostage negotiators as a reasonable
person
(5) Always be there and ready to talk
b. Create humanity
(1) Listen uncritically to the hostage-taker
(2) Accept a hostage-taker as he or she is
(3) Once humanity is established, discuss the well-being of the
hostages
c. Develop authority
(1) Hostage negotiators position themselves as an authority figure
(2) Become authoritative on behalf of the hostage-taker (getting
communication and food)
(3) Later become authoritative with the hostage-taker (this is
dangerous because the hostage-taker wants to be in charge)
(4) If authority can be established the negotiator may attempt to
direct the hostage-taker’s actions
3. Developing the scene
a. Take small steps towards building trust and relationships
(1) Necessary items such as food may be provided
(2) A conversation with a hostage may be requested
(3) Speed of talking may be sped up or slowed down depending on
the circumstances
(a) Sped up if persons are injured
(b) Slowed down on delivery of requested items
b. Manage stress
(1) Stress and tension will exist during negotiations
(2) Reduce stress to create hostage safety
(3) Increase stress to wear down hostage-takers
c. Explore solutions
(1) Discuss what will resolve the situation
(2) May ask the hostage-taker his or her thoughts on a solution
(3) Negotiators may offer his or her suggestions
(4) Safe release of the hostages is important
(5) The goal of the hostage-taker may be to escape, to receive
publicity, or to gain materially. If the goal is not acceptable,
alternatives must be found
4. Releasing the hostages
a. Wear the hostage-taker down
(1) Talk, talk, talk
(2) High emotions are followed by exhaustion
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(3) Ideal situations end with hostage release
b. Release the weak
(1) Releasing children, the elderly, or those with medical conditions
shows that the hostage-takers are not “bad” people
c. Concessions for people
(1) Offer exchange of people for other concessions such as food or
publicity
(2) If the hostage-taker receives something they have demanded, a
release of hostages may follow
d. Final assault
(1) If no clear exchange can be reached
(2) If it looks like hostages will be killed
(3) Determine when negotiations will be stopped and tactical
operations enacted
(4) Some hostages may be killed
(5) The benefit of tactical assault outweighs the potential harm
III. Communication Techniques
A. Opening the conversation
1. Introduce yourself and your role in the negotiations
2. Ask them easy questions
3. Ask about them
B. Knowing his or her name
1. Find out his or her name ahead of time if possible
2. If not, ask his or her name
3. Use his or her name in negotiations in order to connect with him or
her
C. Building rapport
1. Listen
2. Deliver on your promises
3. Use his or her name
4. Use parroting and/or paraphrasing
D. Interrupting techniques help gain control of the conversation
1. Clarifying interruption
a. Tell them you do not understand
b. Repeat what they said
c. Then move to what you want to say
2. Encouragement interruption
a. Exclamations that show interest
b. Repeat single words or phrases
c. Ask a question
d. Use fillers (non-words) like “uh-huh” or “hmmm”
3. Question interruption
a. Ask a question, preferably closed
b. Upon reply, ask another question, or give views on his or her
answer
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4. Permission interruption
a. Ask permission to interrupt
b. Example: “That’s a good point, may I add another thought for you”
E. Sustaining the conversation
1. Ask the hostage-taker’s opinion
2. Show concern for the hostage-taker
3. Show interest in the hostage-taker
4. Discuss plans
F. Closing conversation
1. Say that the conversation has ended
2. Summarize the conversation
G. Listening
1. Active listening
a. Positive encouragement
(1) Use silent attention to give time to find words
(2) Accept his or her emotional state without criticism
2. Attentive listening
a. Pay attention so the hostage-taker can see that you are interested
in what he or she says
3. Total listening
a. Listen for the content and the underlying message
b. Respond to the emotional messages that are often hidden in the
content
c. If the hostage-taker is in view watch for nonverbal cues
4. Reflecting
a. Parroting
b. Paraphrasing
5. Demonstrate respect
a. Listening most effectively demonstrates respect
IV. Hostage Safety
A. Time is important
1. The more time the hostage-taker spends with the hostages, the less
likely he or she is to take the life of the hostage
2. More time passing allows the police to prevent harm
3. More time passing allows the hostage-taker to make a mistake,
become apathetic and/or abandon the confrontation
4. If a hostage is killed, the lead negotiator needs to
a. Fully assess the situation
b. Determine what steps should be taken to immediately apprehend
the hostage-taker
(1) Did the victim contribute to the act by trying to disarm the
hostage-taker or by antagonizing him?
(2) What is the mental state of the hostage-taker? Is he agitated,
remorseful, or irrational?
c. Determine the psychological state of the hostage-taker
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(1) A criminal whose escape was blocked during the commission of
a crime
(2) Psychotic or mentally deranged
(3) Terrorist with a fanatical cause
B. Extreme Hostage Situations
1. Hostage-takers have several choices
a. Kill the hostages or release them
b. Kill themselves by their own hands or in a shoot-out
c. Negotiate a way out (often desired, seldom possible)
d. Give themselves up
2. If a hostage is killed, the lead negotiator needs to
a. Fully assess the situation
b. Determine what steps should be taken to immediately apprehend
the hostage-taker
(1) Did the victim contribute to the act by trying to disarm the
hostage-taker or by antagonizing him?
(2) What is the mental state of the hostage-taker? Is he agitated,
remorseful, or irrational?
V. Public Safety v. Individual Rights
A. 4th Amendment: Mincey v. Arizona
1. Emergencies relating to life and property excused normal warrant
requirements
2. Police entered the home without a warrant after hearing a gun battle
when an undercover officer had entered the home
3. Officers searched and entered to locate any injured persons, render
medical treatment, and find those responsible
4. Search and seizure was found to be reasonable under the 4th
amendment without a warrant
5. A need to preserve life and prevent serious injury is justification for
what would otherwise be illegal
B. Admissibility during negotiations: Miranda v. Arizona
1. Miranda only applies if the suspect is in custody (under arrest or
restrained in freedom)
2. Miranda is only for use in interrogations, not negotiations
C. Enforceability of demands
1. Negotiators can agree to the demands of the subject without the
government being legally bound
D. Use of Force
1. Constitutional Limits: Tennessee v. Garner
a. Sanctioned the use of force for the defense of self or others, or to
prevent the escape of a person who committed a felony involving
the infliction of serious bodily injury or death
b. Where probable cause exists, belief that the suspect poses the
threat of serious bodily injury to officers or self, it is reasonable to
use deadly force to prevent escape
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c. In a hostage situation there is imminent threat to lives or safety;
therefore, deadly force may be used if necessary to resolve threats
Activities
1. Domestic Disturbance Scenario Activity. Divide the class into groups of 4–6
students. Pass out the Domestic Disturbance Scenario Activity handout, the
Negotiation Scenario Rubric, and presentation materials. Announce that each
group has 15 minutes to 1) appoint a scribe and spokesperson, and 2)
list/prioritize the activities associated with the scenario. Monitor the groups as
they work. After the allotted time, have the groups’ spokespersons take turns
presenting his/her groups’ findings to the class. After the presentations,
discuss why the activity was done and how it can be applied to a real
situation. Use the Negotiation Scenario Rubric for assessment.
2. Safety Concerns and Individual Rights. Divide students into two groups.
Group 1 must differentiate between public safety and individual rights during
crisis negotiations. Have the group brainstorm:
 What aspects of public safety should be considered during a crisis
situation?
 What rights within the crisis do individuals hold?
 Do the rights of the accused outweigh those of the victims?
Group 2 must discern the safety needs for hostages. Have this group
brainstorm:
 What needs should be considered when dealing with the safety of
hostages?
 What are the safety concerns for hostages?
Have both groups select a spokesperson to present the group findings to the
class. Use the Presentation Rubric for assessment.
Assessments
Crisis Management Exam and Key
Negotiation Scenario Rubric
Discussion Rubric
Presentation Rubric
Writing Rubric
Materials
Crisis Management computer-based presentation
Domestic Disturbance Scenario Activity handout
Computers with Internet access
Flip chart, butcher paper, or poster board for each group
Markers
Resources
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Santa Cruz Regional 9-1-1
www.sccecc.org/training/downloads/Scenarios/Hostage%20Barricade.doc
Melbourne Police Department Crisis Negotiations Unit
www.melbourneflorida.org/police/crisis_negotiations.htm
Truro Police Department
http://www.truropolice.org/On%20Line%20Manuals/Hostages.pdf
Changing Minds
http://changingminds.org/disciplines/negotiation/styles/hostage_negotiation
s.htm
FBI Law Enforcement Bulletin, Legal Issues in Crisis Management, Jeffrey
Higginbotham, June 1994 http://www.fbi.gov/statsservices/publications/law-enforcement-bulletin/2002-pdfs/nov02leb.pdf
Do an Internet search for the following:
 SWAT team plays out hostage scenario
 The ‘Lectric Law Library cjs10
 Merriam-Webster
Accommodations for Learning Differences
For reinforcement, have students research 1) different crisis situations in which
the police have been involved, 2) the types of negotiation techniques used in
these situations, and 3) the constitutional issues addressed in regards to crisis
management. Use the Writing Rubric for assessment.
For enrichment, have students work in groups. Have each group write a crisis
management scenario and exchange it with another group. Each group will
resolve the crisis situation using the crisis negotiation and communication skills
presented in this lesson. Use the Negotiation Scenario Rubric for assessment.
State Education Standards
Texas Essential Knowledge and Skills for Career and Technical Education
§130.294. Law Enforcement II (One to Two Credits).
(5)
The student examines the techniques used to manage crisis
situations and maintain public safety. The student is expected to:
(A)
demonstrate crisis negotiations to promote the safety of
individuals and the general public;
(B)
participate in a simulated scenario as a crisis negotiation
team member;
(C)
demonstrate effective communication techniques in a
simulated crisis negotiation;
(D)
examine hostage safety considerations during a simulated
crisis negotiation; and
(E)
differentiate between public safety and individual rights
during crisis negotiation.
College and Career Readiness Standards
Cross-disciplinary Standards
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I. Key Cognitive Skills
C. Problem solving
1. Analyze a situation to identify a problem to be solved.
2. Develop and apply multiple strategies to solve a problem.
3. Collect evidence and data systematically and directly relate to
solving a problem.
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Name:
Date:
Crisis Management Exam
1)
An incident in which one or more persons takes and unlawfully holds other persons
against their will with the use or the threatened use of force is a(n)
a) Hostage situation
b) Barricaded person
c) Suicide attempt
d) Active shooter
2)
An incident in which one or more persons takes refuge at a location and either uses
or threatens to use force to repel attempts to of apprehension is a(n)
a) Hostage situation
b) Barricaded person
c) Active shooter
d) Suicide attempt
3)
An incident in which one or more persons threatens to inflict death or grievous
bodily injury, or does cause death or grievous bodily injury on one or more victims
in single or multiple consecutive acts by means of a firearm or other deadly weapon
is a(n)
a) Hostage situation
b) Barricaded person
c) Active shooter
d) Suicide attempt
4)
What role does the primary negotiator play in a crisis situation?
a) Communicates directly with the subject
b) Assists by offering advice, monitoring negotiations, keeping notes, and keeping
things in perspective
c) Interviews persons associated with the subject to obtain all relevant information
d) Serves as a buffer between command personnel and the negotiators
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5)
This negotiator assists by offering advice, monitoring negotiations, keeping notes,
and ensuring that everything is kept in perspective:
a) Primary negotiator
b) Intelligence negotiator
c) Secondary negotiator
d) Additional negotiator
6)
What role does the intelligence negotiator play in crisis situations?
a) Communicates directly with subject
b) Assists by offering advice, monitoring negotiations, keeping notes, and ensuring
that everything is kept in perspective
c) Acts as a buffer between command personnel and the negotiators
d) Interviews persons associated with the subject
7)
Which negotiations team member acts as a buffer between command personnel
and negotiators?
a) Additional negotiator
b) Primary negotiator
c) Secondary negotiator
d) Intelligence negotiator
8)
Which of the following is not important when establishing communication with a
subject?
a) Darkening the area to provide a tactical advantage
b) Arranging with the telephone company the denial of the origination of subject's
phone line
c) Asking the phone company to issue a new phone number
d) Keeping the subject from contacting family and friends
9)
Which of the following is a reason for disconnecting utilities?
a) Darkening the area to provide a tactical advantage
b) Eliminating comforts such as flushing toilets
c) Creating the inability of the subject to monitor the incident on TV
d) Keeping the subject from neutralizing chemical agents
e) All of the above
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10)
Which person determines police actions including the use of force?
a) First responder
b) Officer in charge
c) Primary negotiator
d) SWAT team supervisor
<
11)
Which of the following is a demand that cannot be granted during negotiations?
a) No weapons will be provided
b) No additional hostages will be given
c) The request for no prosecution if the hostages are released
d) The hostage-taker cannot remove the hostages to an unknown location
12)
The Officer in Charge is responsible for all but which of the following tasks?
a) Determining the need for special equipment
b) Explaining the procedures to the subject
c) Gaining as much information about the subject as possible
d) Establishing the command post
13)
Which of these characteristics is not true of a crisis negotiator?
a) Extreme self-control
b) Poor interpersonal communication skills
c) Good listener and interviewer
d) Works well in teams
14)
Which is not an area of specialized training required by crisis negotiators?
a) Psychological motivations of hostage-takers
b) Personality disorders
c) Physical tactics
d) Personality types
15)
Crisis negotiators must be available 12 hours a day, 5 days a week.
a) True
b) False
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16)
Family and/or close friends can be effectively used as hostage negotiators.
a) True
b) False
17)
Negotiators’ duties include
a) Reducing the number of people involved
b) Negotiating everything
c) Providing a method of communication
d) All of the above
e) None of the above
18)
As a crisis negotiator you should never try to criticize the ideals of the hostagetaker or attempt to impose your own ideas.
a) True
b) False
19)
When making decisions regarding the demands and the deadlines of the subject,
which guidelines should be followed?
a) Law
b) Department policy
c) The need for the preservation of life and property
d) All of the above
e) None of the above
20)
Which is not a step in a crisis negotiation?
a) Get organized
b) Obtain information
c) Assess the situation
d) Operational planning
21)
Negotiators are concerned with the safety of the hostages and not with the
apprehension of the subject.
a) True
b) False
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22)
Which is not an effective means of communicating with the hostage-taker?
a) Cell phone
b) E-mail
c) Radio
d) Throwphone
23)
What information should negotiators attempt to obtain from the subject?
a) What they are demanding and what they really want
b) The number and names of the hostage-takers
c) The number of hostages and their general health
d) All of the above
e) None of the above
24)
Which of the following is not part of "Getting Close" to the subject?
a) Developing authority
b) Creating humanity
c) Managing stress
d) Creating normality
25)
When exploring solutions, the negotiators should do which of the following?
a) Ask the hostage-taker his or her thoughts on a solution
b) Force his or her opinion upon the hostage-taker
c) Discuss the cause of the situation
d) Increase the stress to wear down the hostage-taker
26)
If a hostage-taker receives something they have demanded, they are less likely to
release hostages.
a) True
b) False
27)
A final assault will occur when no clear exchange can be reached.
a) True
b) False
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28)
Which of these actions is important when opening a conversation with the subject?
a) Listening
b) Introducing yourself and your role
c) Delivering on your promises
d) Using parroting techniques
29)
Using the subject’s name during negotiations helps the negotiator connect with the
subject.
a) True
b) False
30)
All but which of the following is an effective interrupting technique?
a) Permission interruption
b) Clarifying interruption
c) Reflection interruption
d) Question interruption
31)
Asking his or her opinion and showing interest and concern for the hostage-taker
are all forms of what?
a) Opening the conversation
b) Interrupting the conversation
c) Closing the conversation
d) Sustaining the conversation
32)
Which type of listening requires you to listen for content and underlying meaning?
a) Total listening
b) Active listening
c) Attentive listening
d) Reflective listening
33)
What is the most important factor influencing hostage safety?
a) Psychological state of the hostage-taker
b) Public safety
c) Individual rights
d) Time
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34)
If hostages are killed, the lead negotiator needs to determine what steps will be
taken to free the hostage-taker.
a) True
b) False
35)
When determining the psychological state of the hostage-taker all but which of the
following should be considered?
a) A criminal whose escape was blocked during the commission of a crime
b) A terrorist with a fanatical cause
c) If a victim antagonized the hostage-taker
d) Psychotic or mentally deranged
36)
In an extreme hostage situation, hostage-takers have all but which of the following
choices?
a) Kill the hostages or release them
b) Kill himself or herself in a shoot-out or by his or her own hand
c) Give himself or herself up
d) Escape through a secret exit
37)
Mincey v. Arizona concluded which of the following?
a) Emergencies related to life and safety excused normal warrant requirements
b) Police were not justified in entering the home an undercover officer entered
after hearing a gun battle
c) Entry and search of the residence was found to be violation of 4th amendment
d) The right to protect life and avoid serious injury was not justified
38)
Tennessee v. Garner established which of the following criteria?
a) Deadly force can be used if no probable cause exists with use or threat of use
of force
b) Use of force is justified for self-defense or to prevent a felon from escaping
c) Deadly force may not be used in imminent threat or hostage situations
d) Miranda can only be used in custody and during an interrogation
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39)
"Small steps" includes all but which of the following?
a) Establishing a relationship and trust with the subject
b) Providing food or other items
c) Reduction of stress
d) Speeding up or slowing down of the conversation
40)
An incident in which one or more persons threatens to cause death by means of a
shootout or by their own hand is which of the following?
a) Hostage situation
b) Barricaded person
c) Active shooter
d) Suicide attempt
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Crisis Management Exam Key
1) A
2) B
3) C
4) A
5) C
6) D
7) A
8) A
9) E
10) B
11) C
12) B
13) B
14) C
15) B
16) B
17) D
18) A
19) D
20) D
21) A
22) B
23) D
24) C
25) A
26) B
27) A
28) B
29) A
30) C
31) D
32) A
33) D
34) B
35) C
36) D
37) A
38) B
39) C
40) D
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Copyright © Texas Education Agency, 2011. All rights reserved.
Domestic Disturbance Scenario Activity
Instructions: Read the scenario below, then work as a group to identify the appropriate actions
to be taken by you, the public safety dispatcher. The Negotiation Scenario Rubric will be used
for assessment. Use it as a guide for your problem solving. You have 15 minutes to address this
problem and write your actions on the materials provided. A spokesperson from your group will
present your group’s findings to the entire class.
Scenario: Richard and Sandra Hall have been married for 6 years. They have a 4-year-old son
named Matthew. Sandra told Richard that she wanted a divorce because she found out he was
being unfaithful. Sandra kicked Richard out of the house a week ago. He is now living in an
apartment downtown. Richard does not want a divorce. Sandra has threatened to take Matthew
and move out of state to live with her parents once the divorce is final.
Sandra took Matthew to daycare on her way to work this morning. When she went to pick him
up at 4:00 pm she found that Richard had picked him up several hours before. She immediately
called Richard and demanded that he return Matthew to her. Richard says she will never see
Matthew again.
Sandra called the police and told them that Richard does not hunt and that they own no guns.
She did however notice yesterday that there was a recent and large purchase at a gun store on
their checking account records.
Richard’s demands are simple. He wants Sandra to stop divorce proceedings. He will never be
unfaithful again. He wants to be able to return home. He still loves Sandra deeply and wants to
work out their marriage problems. He will agree to go to counseling if she will stop the divorce.
No one in his family is divorced and he does not want that stigma.
If negotiations are successful, he will release Matthew unharmed and be taken into custody
without incident.
If negotiations are unsuccessful, he will kill Matthew and then himself.
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Copyright © Texas Education Agency, 2011. All rights reserved.
Name_____________________________________ Date_____________________________
Negotiation Scenario Rubric
4 pts.
Excellent
Objectives
3 pts.
Good
2 pts. Needs
Some
Improvement
1 pt. Needs
Much
Improvement
Pts.
The first responding officer quickly assessed the
situation, secured the inner and outer perimeter,
gauged the threat, and requested additional
personnel.
The officer in charge established the command
center, gathered information about the subject,
decided whether to use force or chemical agents,
and determined the need for special equipment.
The primary negotiator made communication with
the subject and began the negotiations following the
duty guidelines.
The secondary negotiator assisted the primary
negotiator by offering advice, monitoring the
negotiations, keeping notes, and ensuring that
everything stayed in the correct perspective.
The intelligence negotiator interviewed pertinent
persons to gain as much information about the
subject as possible. He or she also compiled the
criminal history and history of mental illness.
The chief negotiator acted as a buffer between the
command staff and negotiators. He or she also kept
everyone informed of the situation and actions being
taken.
The negotiators followed the steps for crisis
management: assessing the situation, determining
the method of communication, working with the
phone company, and establishing communication
with the subject.
The negotiators obtained information about the
subject, including the number of hostage-takers, their
demands, and their mental states.
The negotiators created a sense of
normality/humanity and established themselves as
an authority.
The negotiators built trust with the subject, managed
their stress levels, explored the solutions, and made
concessions.
The negotiators facilitated the release of hostages.
The negotiators used effective listening and
communication techniques with the subject.
Total Points (48 pts.)
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Copyright © Texas Education Agency, 2011. All rights reserved.
Name_______________________________________
Date_______________________________
Discussion Rubric
Objectives
4 pts.
Excellent
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
Participates in group discussion
Encourages others to join the
conversation
Keeps the discussion progressing
to achieve goals
Shares thoughts actively while
offering helpful recommendations to
others
Gives credit to others for their ideas
Respects the opinions of others
Involves others by asking questions
or requesting input
Expresses thoughts and ideas
clearly and effectively
Total Points (32 pts.)
Comments:
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Copyright © Texas Education Agency, 2011. All rights reserved.
Name:____________________________________
Date:_____________________________
Presentation Rubric
4 pts.
Excellent
Objectives
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
Topic/Content
 Topic discussed completely and in-depth
 Includes properly cited sources (if used)
Creativity/Neatness
 Integrates a variety of multimedia effects
to create a professional presentation
(transition and graphics) or appropriate
visual aid used
 Title slide, table of contents, bibliography
are included, using acceptable format
Mechanics
 Grammar, spelling, punctuation, and
capitalization are correct
 Image and font size are legible to the
entire audience
Oral Presentation
 Communicates with enthusiasm and eye
contact
 Voice delivery and projection are
dynamic and audible
Audience Interaction
 Presentation holds audience’s attention
and relates a clear message
 Clearly and effectively communicates the
content throughout the presentation
Total Points (20 pts.)
Comments:
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Copyright © Texas Education Agency, 2011. All rights reserved.
Name:____________________________________
Date:_____________________________
Writing Rubric
4 pts.
Excellent
Objectives
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
The writing has all required parts from
introduction to conclusion in smooth
transition.
The writing is interesting, supportive,
and complete.
The writing demonstrates that the
writer comprehends the writing
process.
Accurate spelling, grammar, and
punctuation
The content of paragraphs
emphasizes appropriate points.
The writer shows an understanding of
sentence structure, paragraphing, and
punctuation.
All sources and references are clearly
and accurately documented.
Total Points (28 pts.)
Comments:
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Copyright © Texas Education Agency, 2011. All rights reserved.